The flipped classroom approach
We opted to use the flipped classroom model , after successfully implementing this approach while working with students online .
We asked the attending educators to complete preparatory tasks and come to sessions with some knowledge and discussion points . This enabled deeper learning , resulting in a less passive learning environment , with more active learning happening during sessions ( McLaughlin et al 2014 , Murray et al 2014 , Nouri 2016 ).
By using the flipped classroom model , we were able to double our productivity as academics by running two courses in the time it previously took to hold one . This enabled us to train the backlog of practice educators , maximising academic contact time .
The university ’ s placement administrative team was employed for assistance with co-ordinating the bookings and gaining feedback from participants , as well as to use their local contacts to promote our sessions .
We created a virtual working space using Microsoft SharePoint , which assisted with co-ordinating up-todate information , attendance lists and storing the learning and teaching materials .
Session content
The initial educator training was split into four main sections . These included : an introduction ; learning styles ; effective practice educator ; and an introduction to the university paperwork and grading system .
The introduction component included content on : the courses the university offers for both occupational therapy and physiotherapy ; their respective entry requirements ; placement requirements ; the practice assessment record and evaluation ( PARE ) website , which is used to provide placement information ; and links to professional body requirements around placements and standards of practice .
The learning styles session aimed to increase awareness of the participants ’ own learning styles and how they might adapt to the differing learning styles of students , while informing them that , often , more meaningful learning is undertaken when students learn outside their preferred learning styles ( Brown et al 2014 ).
The effective practice educator section involved the educators being prompted to consider what makes an effective / ineffective educator / student .
The fourth session provided a profession specific introduction to grading and paperwork and was the only component completed separately for occupational therapy and physiotherapy educators .
The update course implemented an open forum to allow guided discussion using specifically constructed case studies . The case studies were designed to promote discussion around certain issues dealing with students .
The scenarios aimed to promote shared learning of real-world experiences dealing with difficult , over- and underconfident , struggling and failing students .
During the sessions , we encouraged participants to share in verbal discussions . Again , following the flipped classroom model , the individual preparatory tasks were used to feed discussion in small groups , using the breakout rooms function in Zoom .
Group members were randomly allocated for each separate task to allow participants to work with different people .
Feedback and suggestions for improvement
Participant feedback was initially sought informally via email by the administration team . This information assisted in determining the length of time needed for preparatory work , and this was re-evaluated for the next session .
Feedback provided by attendees was positive with respect to the flipped classroom approach . Participants commented that they were able to complete the preparatory tasks at a time convenient to themselves and their service .
Clinical placement is fundamental to occupational therapy and physiotherapy education , so ensuring placement capacity is maintained through educator training is vital .”
Feedback was also positive regarding the new virtual format , as attendees reported that it enabled them to be more productive by returning to clinical duties quicker than when attending a face-to-face course .
People also said the whole experience was less stressful in terms of not having to consider issues such as travel , and parking at the university .
All participants said that the course suited their needs for both initial educator and update training .
Feedback was also sought from our peers at the university from the Learning , Teaching , Quality and Enhancement team , and the Physiotherapy team , who attended one of our update sessions to observe .
This was in accordance with the Health and Care Professions Council ( 2017 ) and the Quality Assurance Agency ( 2018 ) guidance , which state that feedback should not be gained from patients and / or students in isolation , but also from peers to ensure
26 OTnews February 2022